Introduction and History of Early Childhood Education

1. Introduction and History of Early Childhood Education Chapter 1, 2

2. History of Early Childhood Education • The Medieval period (5th thru 13th century) • Children were considered adults by age 7 • High mortality rates • Education was gender and class based (Education was focused primarily on noble class males) • The reformation (religious) period (14th thru 16th century) • Children are inherently evil and education is essential to their moral socialization • Puritan Ethics

3. History of Early Childhood Education • The enlightment period (17th and 18th century) • John Comenius (1592-1670 Czech educator) • Developed picture books for children that developed the senses and focused on nature • Children learn best by doing and learning follows a natural order (learning readiness) • Believed that the poor should also be educated

4. History of Early Childhood Education • John Locke (1632-1714) English Philosopher) • Tabula Rasa • Focused on the unique and individual needs of a child in the facilitation of learning • Focused on the importance of play and the environment towards healthy development • Jean Rousseau (1712-1778) • Children are born innately good • Free play, autonomy, and self regulation are all derivatives of his ideas

5. Schiller and Pestalozzi • Friedrich von Schiller viewed play as excess energy from which all creative artistic and spiritual activity grows. • Johan Pestalozzi (1746-1827) Swedish educator) purported that children were supposed to learn naturally from their encounters with real things. Learning is optimized by doing. • Emphasized the integrated curriculum approach to educating the whole child (i.e., cognitively, socially, physically)

6. Curriculum Based Programs Which Promote Creativity (Jackman, 2001) • Friedrich Froebel (1782-1852). • Developed the first curriculum based program exclusively for young children. • Teacher focused model (effective teaching and curriculum development is key) • Froebel identified key objects/resources to promote learning; consequently, these resources continue to be used today (Developed in Germany).

7. Shaping Rational Thought on Education • Friedrich Froebel (1782-1852 German educator) noted the importance of the play-based curriculum. • Froebel identified gifts (objects) could be situated and manipulated in certain ways to optimize learning and educational outcomes in children. • Through play, children develop ideas and questions. Consequently, they grow into maturity….Kindergarden. • Froebel’s play based curriculum was seen as both rational and spiritual towards building children into competence. • Believed that both men and women should teach preschoolers (2-6 yrs)

8. Froebel’s Gifts and Occupations • First gifts. Six small yarn balls, one each in a primary or secondary color • Second gift. A small wood ball, wood cylinder, and wood cube • Third gift. A small wooden cube, composed of eight component cubes • Fourth gift. A small wooden cube, composed of eight rectangular blocks • Fifth gift. A larger wooden cube, composed of 27 cubes • Sixth gift. A comparably sized wooden cube, composed of 27 rectangular blocks • Seventh gift. Wooden tablets (squares, half-squares, triangles, half-triangles, third-triangles) • Eighth gift. Wooden sticks (lines) and metal curves (circles, half circles, quadrants) • Ninth gift. Points (beans, seeds, pebbles, holes in paper) • Tenth gift. Peas (or pellets) construction, with sticks • Occupations: Plastic clay (solids), Paper folding (surfaces), Weaving (lines), Drawing (lines), Stringing beads (points), Painting (surfaces).

9. Froebel’s Kindergarden Curriculum • The Ball. Simulating the relationship of objects in the world to one another and for representing our connection to one another through games • Building Blocks. Construction materials to simulate. • Sticks. For pattern creation to simulate letters • Pricking Sheets. Creating patterns and sewing • Many of the basic tenants and resources utilized by Froebel continue to be implemented in daycares, preschools, and kindergardens today.

10. Reggio Emilia • Founded in the 1970’s by Loris Malaguzzi. • Basic Model • Children are viewed as active learners • Integrated Curriculum/Project Work. • Rooms are not divided into learning centers. • Teacher/Child Relationships • Documentation of Student Learning

11. Key Points & Benefits to Reggio Emilia Approach • Teachers possess a greater knowledge of the children they work with • Able to document more observations and experiences • Stronger bond and greater support between teacher and children • Teachers create an environment that stimulates learning • Teachers focus on children’s development of symbolic language and expression (drawing, sculpture, dramatic play, and writing). • Children’s projects (art, poems, etc.) are displayed on the walls throughout the facility. • There is no hurry to cover a particular lesson. Structure is provided but freedom of expression sets the pace • Plenty of time for spontaneous play with abundant resources • Teachers value the importance of children being confused and working through difficult tasks with limited information

12. Developing Healthy Sense of Identity • Provide children with experiences that promotes more successes than failures. • Stable interaction and relationships in education/learning based settings are vital. • Based on the Reggio Emilia models, children and teachers progress to different learning settings at the same time (Infant/toddler centers and preschools).

13. Maria Montessori • The second to develop a curriculum based program exclusively for young children. • 1st female physician in Italy • Montessori’s ideas initially came from working with impoverished children in Italy. • Key Points to Model: • Children learn best from child-sized environments that are stimulating and inviting. • Children copy their environment rather than construct it. Consequently, by observing and later practicing what they have witnessed, children begin to internalize the properties of their environment.

14. Key Points Complex tasks can be taught to young children by breaking the task into simple sequences Employed the usage of self correcting material Healthy cognitive development is a function of one’s ability to employ multiple senses to stimulate growth Features of Montessori Adapt school work to the child rather than molding the child to fit a curriculum Freedom of expression regarding the selection of resources and activities Development of the senses and a focus on practical (life-skill) learning Montessori Continued

15. Waldorf School of Education • Rudolf Steiner (German educator) • Focus on holistic learning • The environment must be carefully planned to protect and nurture the child • Promote innate self-motivation • Learn a child’s temperament and work within that framework • Television is eliminated • Childhood is a phase of life in itself • The Will (0-7 years) • The Heart Feelings (7-14years) • The Head Fusion (14 years on)

16. Head Start • The largest publicly funded educational program for young children • Since 1965, Head Start has provided curriculum/classroom based learning to children in low income families. • Head Start has been effective in providing family center education in an effort to improve upon the lives of young children.

17. High/Scope • Developed in the 1960s under the leadership of David Weikert. • Key Points: • Children learn best through active experiences with people, materials, events, and ideas. • Autonomy is fostered in children as teachers facilitate a daily “plan-do-review” process.

18. Bank Street • Founded in 1916 by Lucy S. Mitchell • Key Points: • Focus on holistic approach to developmental-interaction programs (development and learning). • Cognitive growth cannot be separated from the growth of personal and social processes. • Classrooms are arranged into distinct learning centers. Learning is encouraged by bridging play, choice management, taking risks, and accepting help. • The Bank Street approach employs an open education which believes that children are capable of selecting and learning from appropriate activities. The goal is not to teach new concepts but to better employ the skills already obtained.

19. Continuity of Child Care Relationships are Not Always the Central Goal • Some directors of child care centers promote the moving of children every 6 months. • Premise. Some parents prefer this as a means of limiting attachment of their children to other people. • Criticism. This practice prohibits professionals from appropriately getting to know the child and their families.

20. Differences Between Families and Teachers on Child Practices • What happens when parents expect teachers to do things that contradict their principles. • Issues of corporal punishment…Scenario…Parents condone/teachers prohibited. • How do teachers respond to children’s play with violent themes (toys or imaginary) • In problem-solving, educators bear the responsibility of being open-minded and objective. Antonia Lopez notes 4 guiding questions: • Are the concepts clear • Can they be restated for better clarity • How are they related to the child’s overall wellbeing • What are the cultural implications (is it a matter of culture, opinion, or information)

21. John Dewey (1859-1952) and Pragmatism • Child centered and child focused educational approach • Play provides a more generalized internalizing of knowledge in young children. • Play is the free, intrinsically interesting exploration of society and nature. According to Dewey, to practice freedom, one must experience freedom. • Play is also seen as experimental and experiential. Consequently, we are learning skills of socialization (political, religious, or economic).

22. Vytgotsky’s View of Play • Play is seen as a developmental mechanism that allows children to turn actions into meanings and to internalize those meanings. • For the preschool and early school years, play becomes a means by which children internalize the knowledge and expectations of culture.

23. 21st Century Education • Early childhood education • Learning settings that promote positive change and growth in children • Bridge the gap between play, learning, and education • Promotes holistic learning and heightened adaptability

24. The Challenge Before Us as Early Educators • Jackman (2001) cites research findings from the Children’s Defense Fund regarding the changing trends impacting early educators: • In 1973 approximately 30 % of mothers with children under age 6 were in the workforce, as were more than 50 % of mothers of school-age children. • By 1997, the percentages had grown to 65% and 77% respectively • Everyday, 13 million children—including 6 million infants and toddlers—are in child care.

25. Child Development Associate Credentials (CDA) • Competencies: • Organizing the physical environment • Promoting children’s social, physical, and intellectual competence • Building personal strength in children • Facilitating group interaction • Working with parents, colleagues, and community for policy and curriculum development

26. DEVELOPMENTALLY APPROPRIATE PRACTICE • The following lecture notes comprise of chapters 1,2,& 4 of the DAP. The noted information represent fundamental principles which begin to define teacher and organizational commitments to children and children’s commitment to self development.

27. DAP in Early Childhood Programs Serving from Birth through Age 8 Identify principles of DAP for professionals who make decision about the care and education of young children. ECE professionals are responsible for establishing: Standards of high-quality Professional practice in early programs Early Childhood Programs Child care centers Family child care homes Private and Public Preschools Kindergartens Primary-grade schools NAEYC POSITION ON DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)

28. The current context of early childhood programs • ECE Programs continue to increase due in part to the growing demand for out-of-home child care but also in recognition of the critical importance of educational experiences during early years. • Welfare reforms also reflect a significant increased demand for child care services for even the youngest children from very low-income families. • There is an increased movement toward multiculturalism and diversity. • The American with Disabilities Act and the Individuals with Disabilities Education Act requires that all ECE programs make reasonable accommodations to provide access for children with disabilities or developmental delays. • Increase in enrollment with children at younger ages • Length of the program day for all ages of children has been extended in response to the need for extended hours of care for employed families. • Corporate America has become a more visible sponsor of child care programs.

29. Key Points for Consideration • The increased demand for early childhood education services is due in part • To increased recognition of the crucial importance of experiences during the earliest years of life. • Research clearly demonstrate that early and/or high-quality programs produce short- and long-term positive effects on children’s cognitive and social development. • Children who experience high-quality, stable child care engage in • More complex play • Demonstrate more secure attachment to adults and other children • Score higher on measure of thinking ability and language development • High-quality child care programs have been found to predict • Future academic success • Adjustment to school • Reduced behavioral problems for children in first grades. • High quality child care facilities are not the norm in our society. • This is due to the need for uniform standards of high quality.

30. Pro-social & Developmental Outcome Goals • Goals for children toward the development of pro-social outcomes: • Communicate well • Respect others • Engage with them to work through the differences of opinions • Function well as members of a team • Analyze situation • Make reasoned judgments • Solve new problems as they emerge. • Access information through various modes, including spoken and written language • Intelligently employ complex tools and technologies as they are developed. • Continue to learn new approaches, skills, and knowledge as conditions and needs change.

31. Empirical principles of child development that guide developmentally appropriate practice • Development in one domain influences and is influenced by development in other domains. • Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired. • Development proceeds at varying rated from child to child as well as unevenly within different areas of each child’s functioning. • Early experiences have both cumulative and delayed effect on individual children’s development. Optimal periods exist for certain types of development and learning. • Development and learning are influenced by multiple social and cultural contexts. Children are actively constructing their knowledge and understanding of the world around them

32. Empirical principles of child development that guide developmentally appropriate practice 6. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in. 7. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their development. 8. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. Learning and intelligence is multidimensional. 9. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure

33. Guidelines for Decision About DAP • Creating a caring community of learners. • Teaching to enhance development and learning. • Constructing appropriate curriculum • Assessing children's learning and development • Establishing reciprocal relationships with families

34. Policies essential for achieving DAP in early childhood programs • NAEYC recommendations to policymaking groups • A comprehensive professional preparation and development system is in place to ensure that ECE programs are staffed with qualified personnel. • Ensure that funding is provided to ensure adequate staffing of early childhood programs • Ensure fair staff compensation to minimize attrition and promote continuity between adults and children. • Resources and expertise are available to provide safe, stimulating learning environments with a sufficient variety of appropriate materials and equipment. • Adequate systems for regulating and monitoring the quality of early childhood programs are in place • Community resources are available and used to support the comprehensive needs of children and families. • Alternative methods are employed when children do not make expected learning process (i.e., focused time, individualized instruction, tutoring). • Early childhood programs use multiple indicators to chart progress in children's development and learning and regularly report children’s progress to parents.

35. THE EARLY CHILDHOOD TEACHER AS DECISIONMAKER

36. Assessing Developmentally Appropriate Practice • DAP. The process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge: • What is known about a child’s development and learning • Age related characteristics • Safe and appropriate resources • Knowledge of appropriate interactions and task competencies • What is known about the strengths, interests, and needs of each child. Otherwise, it is difficult to develop an appropriate curriculum. • Knowledge of the social and cultural contexts in which the children reside. • By accommodating a curriculum in this manner, we ensure relevance an adaptation to their community and family. • Perhaps the greatest challenge of DAP is knowing the characteristics of your audience (cultural practices, developmental stage, significant handicaps or delays).

37. Challenge to Developing Curriculum Purely on Developmental Norms • While consistent developmental outcomes in children occur within similar time frames, many decisions of developmental competency are based on identified “norm or average.” • These statistical categories often fail to reflect a considerable proportion of children in general settings. • Range tells a better story than central tendency. • Much of our knowledge of developmental norms is based on dominant culture norms • This fails to recognize developmental equivalences across other cultures. • Future models and curriculums must incorporate a greater diversity of cultures.

38. Why Focus on Culture? • 20% of Head Start’s population come from non-English dominant homes. • 50% of all kindergarten students in Texas are Hispanic.

39. More on Culture • In the past, we have used culture more as a political tool to divide people—stressing differences and ignoring commonalities. • Discuss studies on culture, intelligence, and socioeconomic status • Culture consists of a set of rules or expectations for the behavior of group members that are passed on from one generation to the next. • Culture is not just rituals and celebrations. • Culture is rules that influence behavior, give meaning to events and experiences in families and communities. • Cultures are not stagnant. Cultures borrow customs and traditions from each other. • The congruence of culture, preschools, and educational settings create an ease for learning for children. The reverse often forces children to decide between their culture and their learning setting. Ex. • Latino father teaches child to respect teacher by looking down when the teacher is talking. The teacher purports that she cannot reach the child because he want even look her in the eyes when she is talking. • Everyone is influenced by culture (even teachers). We must be certain that our own beliefs and values do not hinder our ability to effectively work with children of different values. • What happens when the values and beliefs of teachers significantly contradict the values and beliefs of families in which the children reside?

40. Key Points of Consideration • Our knowledge of child development and learning allows us to make general predictions about the kinds of activities and experiences that will effectively engage children given their competences. • Understanding child success and competency as both developmental and experiential/interactive. Ex. • (Bike example). Most 6 & 7 yr olds possess the developmental skills to ride a bike, however, the range of learning is 4-21yrs of age. • Given proper exposure to instruction and resources, many children are able to read by age 6 or 7, however, some learn as early as 4 yrs or as late as 9 yrs. (What determines these differences).

41. Why Such Large Ranges?????? • Developmentally Inappropriate Expectations. Sometimes adults values and beliefs supercede children’s actual competencies and capabilities. • Adult expectations should be realistic • Individual differences among children—greatly acknowledged/widely ignored when developing curriculum

42. Developing Healthy Sense of Identity • Provide children with experiences that promotes more successes than failures. • Stable interaction and relationships in education/learning based settings are vital. • Based on the Reggio Emilia models, children and teachers progress to different learning settings at the same time (Infant/toddler centers and preschools).

43. Reggio Emilia • Founded in the 1970’s by Loris Malaguzzi. • Basic Model • Children are viewed as active learners • Integrated Curriculum/Project Work. • Rooms are not divided into learning centers. • Teacher/Child Relationships • Documentation of Student Learning

44. Key Points & Benefits to Reggio Emilia Approach • Teachers possess a greater knowledge of the children they work with • Able to document more observations and experiences • Stronger bond and greater support between teacher and children • Teachers create an environment that stimulates learning • Teachers focus on children’s development of symbolic language and expression (drawing, sculpture, dramatic play, and writing). • Children’s projects (art, poems, etc.) are displayed on the walls throughout the facility. • There is no hurry to cover a particular lesson. Structure is provided but freedom of expression sets the pace • Plenty of time for spontaneous play with abundant resources • Teachers value the importance of children being confused and working through difficult tasks with limited information

45. Curriculum Based Programs Which Promote Creativity (Jackman, 2001) • Friedrich Froebel. • Developed the first curriculum based program exclusively for young children. • Froebel identified key objects/resources to promote learning; consequently, these resources continue to be used today (Developed in Germany).

46. Maria Montessori • The second to develop a curriculum based program exclusively for young children. • Montessori’s ideas initially came from working with impoverished children in Italy. • Key Points to Model: • Children learn best from child-sized environments that are stimulating and inviting. • Children copy their environment rather than construct it. Consequently, by observing and later practicing what they have witnessed, children begin to internalize the properties of their environment.

47. Head Start • The largest publicly funded educational program for young children • Since 1965, Head Start has provided curriculum/classroom based learning to children in low income families. • Head Start has been effective in providing family center education in an effort to improve upon the lives of young children.

48. High/Scope • Developed in the 1960s under the leadership of David Weikert. • Key Points: • Children learn best through active experiences with people, materials, events, and ideas. • Autonomy is fostered in children as teachers facilitate a daily “plan-do-review” process.

49. Bank Street • Founded in 1916 by Lucy S. Mitchell • Key Points: • Focus on holistic approach to developmental-interaction programs (development and learning). • Cognitive growth cannot be separated from the growth of personal and social processes. • Classrooms are arranged into distinct learning centers. Learning is encouraged by bridging play, choice management, taking risks, and accepting help. • The Bank Street approach employs an open education which believes that children are capable of selecting and learning from appropriate activities. The goal is not to teach new concepts but to better employ the skills already obtained.

50. Continuity of Child Care Relationships are Not Always the Central Goal • Some directors of child care centers promote the moving of children every 6 months. • Premise. Some parents prefer this as a means of limiting attachment of their children to other people. • Criticism. This practice prohibits professionals from appropriately getting to know the child and their families.